The course has been significant in reinforcing my classroom management skills. Firstly, these strengths have enhanced my skills in developing a study scope, sequence and program goals that are essential at promoting quality learning outcomes. I have developed critical skills for maintaining high standards of academic performance ( Glatthorn et al., 2018). Besides, throughout the course, I have understood the importance of a good learning environment and a respectful classroom for easy content delivery and classroom engagement with learners. A good learning environment helps learners in the easy mastery of content consistent with a wider-world education standard ( Ahmad et al., 2017). However, I learned that leadership is an essential skill for creating a safe and respectful classroom environment.
Through the course, I appreciated the role of lesson planning and preparation as it enables a tutor to adopt learner-centred teaching approaches. I developed competent skills for teaching learners critical thinking skills and comprehension. According to Lim (2015), c ritical thinking is essential in enabling learners to grasp course concepts and meaning of terms to understand facts and apply the same in their daily life experiences. One of the major goals of education is to equip learners with prerequisite skills for solving problems and challenges in society.
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The course was also instrumental for student engagement through the application of concepts and analysis of information to make informed decisions. Student engagement and learning is a critical factor in education. As a tutor, I learned that it is vital to understand concept application since it enables easy mastery of content and development of appropriate professional learning activities that foster learner outcomes and understanding ( Glatthorn et al., 2018). Thus, as a curriculum leader, I have gained precautionary knowledge and professional skills in teaching and ensuring students improved their academic performance assessed through the defined learning outcomes in the course.
References
Ahmad, C. N. C., Shaharim, S. A., & Abdullah, M. F. N. L. (2017). Teacher-student interactions, learning commitment, learning environment and their relationship with student learning comfort. Journal of Turkish Science Education , 14 (1), 57-72.
Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Boschee, B. F. (2018). Curriculum leadership: Strategies for development and implementation . SAGE publications.
Lim, L. (2015). Critical thinking, social education and the curriculum: foregrounding a social and relational epistemology. Curriculum Journal , 26 (1), 4-23.
